literature review

1.

Protheroe, N. (2007). How Children Learn. Principal, 86(5), 40–44.

This article introduces some of the key findings of cognitive research on learning. The author highlights several teaching methods that are adapted to the increasing understanding of the working principles of the brain, including the use of subject courses and integrated courses, cooperative learning and longer teaching time as well as higher level teaching time.

2.

Conyers, M., & Wilson, D. (2020). Believing in the Brain. Educational

Leadership,77(8),1.

This article provides information about students' learning process and brain plasticity. The author conducted that explicitly teach that brain plasticity is a powerful first step to growth mindset, but this alone is not enough. It is also important to teach students how to perform metacognition so that they can learn goals, monitor their progress and apply high-yield strategies.

3.

Curtis, L., & Fallin, J. (2014). Neuroeducation and Music: Collaboration for Student

Success. Music Educators Journal, 101(2), 52–56.

This article increased evidence based on cognitive neuroscience has provided music teachers with information about the interaction between music teaching and brain development. The author conducted that pedagogy can be based on research-based insights into how the brain learns and responds to experiences in the music classroom. This article provides a short literature review of some elements of cognitive neuroscience that can provide a basis for instructional decision-making.

4.

Mohr, K. A. J., Juth, S. M., Kohlmeier, T. L., & Schreiber, K. E. (2018). The

Developing Bilingual Brain: What Parents and Teachers Should Know and Do. Early Childhood Education Journal, 46(1), 11–20.

This article summarized recent research and then provides practical applications for parents and teachers of emerging bilinguals. The author conducted that the key understanding of how the brain processes the first language and subsequent languages ​​is transformed into ways to enrich teaching and family-based language and literacy experiences.

5.

Willis, J. (2009). What brain research suggests for teaching reading strategies. The

Educational Forum, 73(4), 333-346.

This article provides strategies based on the results of current research that demonstrate the correlation between brain structure and literacy and provides interventions for educators. The author looking forward to see the next generation of schoolchildren will receive support from neuroscience, genetic and cognitive research, as well as well-informed educators and curriculum developers to help them become happy, lifelong readers.

6.

Bowers, J. S. (2016). The practical and principled problems with educational

neuroscience. Psychological Review, 123(5), 600–612.

The core claim of educational neuroscience is that neuroscience can improve classroom teaching. People have put forward many strong demands on the success and prospects of this new discipline. In contrast, the author show that there are no examples of neuroscience stimulating new and effective teaching methods, and believe that neuroscience is unlikely to improve teaching in the future.

7.

Wasserman, L. (2007). The Correlation Between Brain Development, Language

Acquisition, and Cognition. Early Childhood Education Journal, 34(6), 415–418.

By understanding how the brain learns, educators can determine the level of physical, psychological, social, and cognitive development of children. The author believed that the brain is multifaceted, and there is more to learn and discover. As this century continues, more brain research will bring new and improved information that can be used to make education and learning better.

8.

Mayer, R. (2017). How Can Brain Research Inform Academic Learning and

Instruction? Educational Psychology Review, 29(4), 835–846.

This article explores the potential of neuroscience in improving educational practice by describing the perspective of educational psychology as a connected science. The author conducted that what is needed to promote the advancement of education Neuroscience is a multidisciplinary research team that represents experts in neuroscience, cognitive science (learning science), educational psychology (teaching science) and educational practice.

9.

Willis, J. (2007). Which Brain Research Can Educators Trust? Phi Delta

Kappan, 88(9), 697–699.

Neurological research has uncovered a lot of knowledge about how the brain works, but educators need to be cautious when applying this research to teaching.The author conducted that there are no formal guidelines that researchers, course publishers, or private education consultants must follow for educational strategies that claim to be brain-based.

10.

WILLIS, J. (2013). Empower Students With Brain Knowledge. Principal, 92(4),

18–21.

This article introduces teaching methods that are beneficial to the brain. The author believes that teachers do not need to read complicated textbooks or purchase commercial products to explain how the brain works, because they can read articles about the brain and share knowledge with other students.